Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, an...

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Bibliographic Details
Published in:Advances in physiology education 2017-09, Vol.41 (3), p.472-477
Main Authors: Anwar, Khurshid, Sajid, Muhammad Raihan, Cahusac, Peter, Shaikh, Abdul Ahad, Elgammal, Ahmad, Alshedoukhy, Ahlam, Kashir, Junaid
Format: Article
Language:English
Subjects:
Academic Achievement
Blended learning
Humans
Internet
Learning
Nervous system
Neurosciences
Neurosciences - education
Neurosciences - trends
Saudi Arabia
Social networks
Social Support
Summative Evaluation
Surveys and Questionnaires
Teaching
Teaching - standards
Teaching - trends
Test Preparation
Undergraduate Study
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Summary:The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.
ISSN:1043-4046
1522-1229
DOI:10.1152/advan.00065.2017